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dc.contributor.authorLovell, Andy*
dc.date.accessioned2009-08-07T14:26:31Z
dc.date.available2009-08-07T14:26:31Z
dc.date.issued2004-07-01
dc.identifier.citationBritish Journal of Nursing, 2004, 13(14), pp. 839-844.
dc.identifier.issn0966-0461
dc.identifier.urihttp://hdl.handle.net/10034/76733
dc.descriptionThis article is not available through ChesterRep.
dc.description.abstractThis journal article represents some of the findings of the author's research into the relationship between self-injury and learning disability. It identifies the key theoretical discourses associated with the phenomenon, before elaborating on the main principles of each and identifying resultant intervention strategies. These interventions, psychotropic medication, mechanical restraint, and the behavioural approach are subsequently described. Case-study methodology was employed since this enabled the examination over time of these intervention strategies in the lives of individuals fulfilling the necessary criteria of persistent self-injury and significant communication difficulties. The findings of the research suggest a frequently piecemeal approach to self-injury, with arbitrary selection of behavioural intervention approaches, a continued reliance on powerful medication, and ambivalence concerning the use of mechanical restraint. Nurses were often skilled in working from a behavioural perspective, but were hindered by complex family circumstances and a failure to gain the confidence of direct care staff. There was also a lack of appreciation about the relationship between the individual and his/her self-injury, and recognition of the nature of the intransigence.
dc.language.isoenen
dc.publisherMA Healthcareen
dc.relation.urlhttp://www.britishjournalofnursing.com/en
dc.subjectself-inflicted injuriesen
dc.titlePeople with learning disabilities who engage in self-injuryen
dc.typeArticleen
dc.contributor.departmentUniversity College Chester
dc.identifier.journalBritish Journal of Nursing
html.description.abstractThis journal article represents some of the findings of the author's research into the relationship between self-injury and learning disability. It identifies the key theoretical discourses associated with the phenomenon, before elaborating on the main principles of each and identifying resultant intervention strategies. These interventions, psychotropic medication, mechanical restraint, and the behavioural approach are subsequently described. Case-study methodology was employed since this enabled the examination over time of these intervention strategies in the lives of individuals fulfilling the necessary criteria of persistent self-injury and significant communication difficulties. The findings of the research suggest a frequently piecemeal approach to self-injury, with arbitrary selection of behavioural intervention approaches, a continued reliance on powerful medication, and ambivalence concerning the use of mechanical restraint. Nurses were often skilled in working from a behavioural perspective, but were hindered by complex family circumstances and a failure to gain the confidence of direct care staff. There was also a lack of appreciation about the relationship between the individual and his/her self-injury, and recognition of the nature of the intransigence.


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